Create A Presentation Proposing A Short Training ✓ Solved

Create A Presentation In Which You Propose A Short Training

Create a presentation in which you propose a short training demonstration for new teachers, selecting one philosophical approach to multicultural education as described by the author. Use multicultural resources of your choice to support your examples.

Create a 15–30 slide presentation in which you:

• Create a section (5–10 slides) in which you:
  • Compare and contrast 3–5 diversity approaches, focusing on their application to a classroom environment.
  • Analyze key instances in which you have experienced each diversity approach in action in your own life, focusing on events that took place in a K–12 environment.
  • Provide 3–5 images that demonstrate diverse classrooms in each instance discussed.
• Create a section (5–10 slides) for multicultural approaches in which you:
  • Design a unit that relates to your grade level and area of instruction focusing on your selected approach to multicultural education.
  • Choose resources that could be used to deliver this unit.
  • Recommend at least three strategies that teachers can implement to integrate multicultural techniques into their classrooms.
• Create a section (5–10 slides) for philosophies of multicultural education in which you:
  • Create a diagram that demonstrates your personal philosophy of multicultural education and its major applications to a K–12 curriculum.
  • Determine criteria for evaluating the effectiveness of a multicultural curriculum.

This course requires the use of Strayer Writing Standards.

Paper For Above Instructions

Title: Training Demonstration for New Teachers on Multicultural Education

Introduction

In today’s increasingly diverse classrooms, educators face the challenge of addressing the needs of all students, regardless of their cultural, ethnic, or social backgrounds. This presentation proposes a short training demonstration for new teachers, which highlights a philosophical approach to multicultural education. The selected framework underscores the importance of understanding diversity and implementing effective strategies to foster an inclusive learning environment.

Philosophical Approach to Multicultural Education

The philosophical approach selected for this presentation is transformative multicultural education. Transformative multicultural education emphasizes creating equitable opportunities for students from diverse backgrounds and aims to empower them through critical pedagogy (Gay, 2018). This approach requires educators to reflect on their own biases, learn about the cultures of their students, and redesign curricula to include diverse perspectives.

Section 1: Diversity Approaches in the Classroom

To effectively integrate transformative multicultural education into the classroom, it is essential to compare and contrast different diversity approaches:

1. Colorblind Approach: This approach suggests that teachers should ignore race and color, thereby creating an illusion of equality. While it aims to reduce prejudice, it often fails to acknowledge the unique experiences and backgrounds of students (Ladson-Billings, 2014).
2. Cultural Pluralism: This approach promotes the coexistence of multiple cultures within a society. Teachers can celebrate students’ cultural identities by integrating diverse literature and perspectives in the curriculum (Banks, 2016).
3. Critical Multiculturalism: This approach encourages students to critically assess social injustices and power dynamics. Educators are tasked with teaching students to recognize and challenge inequalities in society (Nieto, 2010).
4. Social Justice Education: This approach explicitly aims to promote equity and justice in education. Teachers are encouraged to facilitate dialogues about social issues and guide students in advocating for change (Anyon, 2005).

In comparing these approaches, it is evident that transformative multicultural education integrates elements from both cultural pluralism and critical multiculturalism to inspire critical thinking and promote social justice.

Analyses of Personal Experiences with Diversity Approaches

Throughout my journey as an educator, I have encountered various instances where these diversity approaches were implemented:

• Colorblind Approach: A memorable instance was in a high school history class where the teacher dismissed students' observations about race during discussions about Civil Rights, promoting a harmful narrative of uniformity.
• Cultural Pluralism: In another experience, a third-grade teacher used literature from various cultures, allowing students to share their cultural practices as part of the class discussions, fostering mutual respect and understanding.
• Critical Multiculturalism: In a seminar on social studies, I witnessed a teacher encouraging students to discuss current events and their implications on marginalized communities, stimulating robust classroom discussions.

Images of Diverse Classrooms

To visually demonstrate the essence of diverse classrooms, I will include images highlighting various educational settings. Each image will reflect classrooms where cultural identity is celebrated, critical conversations about societal issues are normal, and teachers employ inclusive teaching practices.

Section 2: Designing a Multicultural Unit

For the proposed unit, I will focus on a 5th-grade social studies curriculum centered around world cultures. This unit will incorporate transformative multicultural education principles by integrating adaptive learning technologies, including interactive online platforms like Google Classroom and Kahoot for assessments (ISTE, 2016). Resources may include:

• Diverse literature and stories from different cultural perspectives.
• Documentaries and films showcasing cultural practices.
• Guest speakers from various backgrounds to enrich classroom discussions.

Teachers can implement strategies such as collaborative projects, incorporating student-led discussions, and utilizing multimedia resources to enhance learning.

Evaluation Criteria for Multicultural Curriculum

To examine the effectiveness of the multicultural curriculum, I will utilize the following evaluation criteria:

• Student engagement and participation in discussions.
• Ability of students to connect personal experiences with curricular content.
• Feedback from students regarding their understanding of diverse perspectives.

Conclusion

The transformative multicultural approach is essential for educators seeking to establish an inclusive classroom environment. By critically analyzing various diversity approaches and implementing a thoughtful unit plan, new teachers can empower their students and promote a culturally responsive curriculum.

References

• Anyon, J. (2005). Radical possibilities: Public policy, urban education, and a new social movement. New York: Routledge.
• Banks, J. A. (2016). Culturally responsive pedagogy and the academic achievement of diverse students: A review of the literature. Education and Urban Society.
• Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.
• I.S.T.E. (2016). ISTE Standards for Educators. International Society for Technology in Education.
• Ladson-Billings, G. (2014). Unfinished business: Issues of the multicultural education. Theory into Practice.
• Nieto, S. (2010). Affirming diversity: The sociopolitical context of multicultural education. Boston: Allyn & Bacon.
• Shulman, L. S. (2004). Teaching as community property: Essays on higher education. San Francisco: Jossey-Bass.
• Villegas, A. M., & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. Albany: State University of New York Press.
• Gorski, P. C. (2016). The equity literacy framework: A framework for addressing educational inequity. Educational Leadership.
• Gorski, P. C., & Chen, X. (2016). Educational equity: Assessing the effectiveness of educational equity strategies. Innovate.